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Catawba County Schools Writing Plan

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Poems. Cloze Sentences. Turn and Talk. Sit knee to knee. Quickly choose who will go first. ... Conferring is the heart of teaching writing. ... – PowerPoint PPT presentation

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Title: Catawba County Schools Writing Plan


1
Catawba County Schools Writing Plan
  • First Grade

2
Components of the Writing Plan
  • NCSCOS Objectives
  • Essential Questions
  • Activities/Strategies
  • Resources
  • Assessment
  • Rubric
  • Writing Products
  • Portfolios

3
  • First Grade Writing Genres/Products
  • Personal/Imaginative Narratives
  • Journal Entries
  • Informational Paragraph
  • Friendly Letters
  • Poems
  • Cloze Sentences

4
Turn and Talk
  • Sit knee to knee.
  • Quickly choose who will go first.
  • Partner 1 talks.
  • Partner 2 talks.
  • Speaker speaks loudly and clearly.
  • Listener listens with a calm body.
  • Everyone takes responsibility for their own
    listening.

5
What must the young writer be able to do when
he/she writes?
  • Turn and talk

6
The Writing Process
  • Prewriting
  • Drafting
  • Revising
  • Editing
  • Publishing

7
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8
Anatomy of Writers Workshop
  • Connection
  • Teaching
  • Active Engagement
  • Link
  • Writing
  • Mid-workshop teaching point
  • Confer
  • After the Workshop Share

9
Recommended
Curricular Calendar
10
Connection
  • Links what has been done to what is expected to
    be learned in the present lesson
  • May serve as a quick review of previous learning
  • Explicitly name what will
  • be taught/learned

11
What do you need to know before planning a mini
lesson?
  • What is easy for the writer to do?
  • What is hard for the writer to do?
  • What do you expect the writer to do ?
  • What do you expect to do for the writer?
  • -Linda Dorn, 2002

12
Teach(Mini-lesson)
  • Has a Clear Objective - Teaching Point
  • States the Purpose Explicitly
  • Teacher Models Demonstrate
  • May Provide Guided Practice
  • Explains and Gives Examples

13
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14
Active Engagement
  • At the end of the mini-lesson students are given
    the opportunity to try-out the lesson through
    sharing with a partner
  • At times students may watch other students trying
    something out

15
Link
  • Before sending student off to write
    independently, restate the teaching point and
    encourage students to use the skill taught in the
    mini-lesson in their ongoing work for the day.

16
Writing Time
  • Students write
  • Teacher confers with individual students or small
    groups

17
Personal Narrative
18
Descriptive Writing
19
Report on an Animal
20
Cloze Sentences- Character Sketch
21
Writing in Math
22
(Mid-workshop teaching point)
  • Sometimes you will find it necessary to stop
    and teach/re-teach a concept/skill during the
    writing workshop- this will be necessary when you
    are seeing several children struggling with
  • the same issues

23
Conferring
  • The teacher may meet with students individually.
  • The teacher may meet with small groups of
    students with similar needs
  • The teacher takes the time to record her
    compliment and teaching points

24
Conferring The Compliment
  • The teacher looks for something that the student
    is trying to use in his/her writing.
  • The teacher uses specific language to compliment,
    I am going
  • to compliment you for.

25
ConferringTeaching Points
  • The teacher looks for what the student knows.
  • The teacher looks for what the student needs to
    know next
  • The teacher asks herself what is the most
    important thing that she can teach this student
    next?
  • The teacher must decide how she is going to teach
    the child

Conferences are conversations, not interrogations
26
Sharing
  • Students return to same place that they were for
    the mini-lesson.
  • The teacher may decide to restate the teaching
    point of the mini-lesson and share examples of
    student work.
  • The teacher may decide to
  • introduce a new writing
  • behavior that was observed.
  • Students are given opportunities
  • to share their work

27
Lesson OneBegin with the Whole
  • We dont begin by breaking the process of
    writing down and asking children to do just one
    small part of the process. We believe it helps
    learners to have an image of the whole thing
    theyll be trying to do, even though it can feel
    ambitious to show them the whole thing and say
    Get started doing this
  • -Lucy Calkins, 2005

28
Writers Workshop Times
  • Gather on the carpet (2 minutes)
  • Mini lesson (7-10 minutes)
  • Write (25-35 minutes)
  • Confer (while students write)
  • Share (3-5 minutes)

29
Lesson OneGather on the carpet
  • Dont worry about assigning partners the first
    day.
  • Designate an area for students to gather.

30
Lesson OneSet the Purpose for Writers Workshop
  • We are going to write books like the authors of
    the books we like to read.
  • We will write songs like the ones we sing.
  • We will write letters.
  • We are all going to be authors.

31
Why write?
  • List all of the examples writing that people do
    on a daily basis
  • Laws
  • Emails
  • What else?....

32
Writing is all around us
33
Lesson One Connection
  • Explain that every day students will work in a
    writers workshop and that it will always begin
    with a meeting.
  • Share that they will become writers.

34
Lesson One Teaching
  • Show how you go about choosing a topic you know
    and care about.
  • Think aloud. Highlight the kind of thinking that
    you hope the students will do.

35
Lesson One Sketch
  • Show how you are thinking about your story.
  • Make your sketch simple.
  • Show your whole idea and then separate it into
    parts.

36
Lesson OneLabel the Sketch
  • Label the parts that are important to the story.
  • Expect students to try even if they do not know
    enough about graphophonics to do as
  • the teacher does.

37
sledding
freezing
earmuffs
toboggan
scarf
mittens
hill
snow
boots
Illustration retrieved from www.jmeacham.com/
38
Lesson OneThe teacher restates what she
did in the mini-lesson
  • A writer thinks in his head about something he
    enjoyed or was important.
  • Then he sketches it quickly.
  • Then he labels the parts of the sketch
  • that are important.

39
Lesson OneActive Engagement
  • Have students close their eyes.
  • Have students think of something that they have
    done recently or something that they do often.
  • After a moment, have students open their eyes and
    tell someone sitting
  • next to them what they might
  • write about (Turn and talk).

40
Lesson OneMaking a Link
  • Let students know that they will be thinking of
    something they know about or happened
  • Students can write by sketching and writing

41
Lesson One The Teacher Passes
Out Paper
  • Have paper ready.
  • Have one sheet and one pencil for each student.
  • Be prepared with a system
  • to pass out paper quickly.

42
Lesson One Practice
  • Close your eyes, think of something that you
    would like to draw and write about.
  • Turn and talk to someone about your story.
  • Sketch your story.
  • Label the important parts.

43
Lesson OneThe teacher confers as students write
  • Conferring is the heart of teaching writing.
  • Students will learn to write for longer periods
    of time as they become more experienced.

44
Lesson One Share
  • Options for sharing
  • Authors Chair
  • Partners
  • Small Groups
  • Authors Tea (parents)
  • Writing Cafe
  • Praise and celebrate

45
Lesson OneDemonstrate How to Put
Away Writing
  • Tell students that everyday they will keep their
    work in a folder.
  • For the first day, have a place that students can
    quickly put their folder
  • Instruct students to
  • come to the carpet.

46
Lesson OneOn the Carpet-Celebrate
  • Share one or two students work.
  • It may not be necessary to highlight the entire
    work. Focus on the part that needs to be
    emulated.
  • Make the students know
  • that writers workshop
  • is special.

47
Turn and Talk
  • Identify the key points to remember in this
    lesson.
  • Why start with the whole lesson first?
  • What happens in each part of the lesson?

48
The Mini-Lesson, Lesson Two
  • Focus on what happens in the mini-lesson.
  • Today, and everyday, we will start the
    writers workshop with a mini-lesson. In a
    mini-lesson, I will remind you what we have been
    doing in writing and then I will tell you what
    well learn today.
  • -Lucy Calkins, 2005

49
Predictable Charts
50
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Creating Class Big Books from Predictable Charts
52
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59
Class books with Content focus
60
Labeling
Interactive Writing Sharing the Pen
61
Buzz Books
62
More Buzzing
63
  • Here are some more Buzz Book topicsWhat did
    you eat for breakfast?How old are you?Will
    you stay home or go away for the holidays?Name
    some green things.What begins with T?Tell me
    a joke.Let's play hangman. (Use a student's
    name or sight word.)Tell me about the
    Pilgrims.Name something smelly.What can you
    see on a farm?Bears have....Let's write a
    story! (Teach story elements first.)Let's label
    the room.How do you make a sandwich?How do
    you get to the cafeteria? Give me the
    directions.Name something slippery.Name
    something sweet.If you had 100, what would you
    buy?Let's write!  
  • (Use sentence patterns.)
  • I am ____.  I can _____.
  •  I see _____.The ___ is ____.  I like to
    _____.  
  • The possibilities are endless!  
  • Be creative..... and watch them write!

64
Lesson TwoRevisit the Procedures of
Writers Workshop
  • Remind student of what occurs in the mini lesson
  • Have a students sample from Lesson One ready to
    share
  • Celebrate

65
Lesson Three-What Do You Do When You Think That
You Are Done?
  • Students will work beyond when they first
    consider themselves finished.
  • Students will add more to their picture or words
    or start a new picture.

66
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67
Confidence
  • Recognize that it is scary to begin.
  • Be prepared - have your materials on hand.
  • Turn and Talk
  • What are the things you fear
  • most with beginning the
  • Writers Workshop?

68
Anchor Charts
  • Aids teacher and students in remembering
    procedures and expectations
  • Added to during the year

69
Activity
  • Break up into groups of 3-5
  • Brainstorm a list of Launching Lessons titles
  • Put them in order

70
What materials/resources do I need to begin
Writing Workshop in my classroom?
  • Student notebooks
  • Student portfolios
  • Writing Mini-offices
  • Publishing Center

71
Plan
  • How will you launch Writers Workshop?
  • What will you do to help others learn about this
    important unit?
  • Turn and talk.

72
Modeled Writing
Predictable Charts Mini Lesson writing
Predictable Charts Morning Messages Buzz Books
73
Interactive Writing
Morning Messages Kinder Interactive
Writing JMeacham's Interactive Writing Pre-K
morning messages Meacham Morning Messages Buzz
Messages The K Crew
74
Mini- Offices
Teaching Heart writing mini offices Reagans
Kinder Bears JMeacham's Mini Offices
75
Other useful online resources
Shape Book patterns Little Giraffes Kinder by
Kim Hubbard's Cupboard Balanced Literacy
Interactive writing Writing Genres
76
  • Questions ????
  • How to I get access to the writing plan?
  • What materials and resources will be provided?
  • What about portfolios?

77
Portfolios
  • Individual Writing Portfolios will be kept on
    each student
  • At least one final product for each nine week
    will be selected for inclusion
  • A variety of writing genres must be
  • represented in the portfolio

78
Time
  • Children should leave the first grade having
    spent countless hours with pens and markers in
    hand and paper in front of them making all the
    decisions someone who writes has to make.
  • -Katie Wood Ray, Lisa Cleveland, 2004

79
  • Woulda Coulda Shoulda
  • by Shel Silverstein
  • All the Woulda-Coulda-Shouldas
  • Layin in the sun,
  • Talkin bout the things
  • They woulda-coulda-shoulda done,
  • But those Woulda-Coulda-Shouldas
  • All ran away and hid
  • From one little did.

80
Be fruitful and multiply
81
References
  • Calkins, L., and L Memmelstein. 2003. Launching
    the Writing Workshop. Portsmouth, NH Heinemann.
  • Dorn, L J, and C. Soffas. 2001. Scaffolding
    Young Writers A Writers Workshop Approach.
  • USA Stenhouse.

82
References
  • Healy, J. 1994. Your Childs Growing Mind. New
    York, NY Doubleday.
  • Ray, K W, and L Cleveland. 2004. About the
    Authors, Writing Workshop
  • with Our Youngest Writers.
  • Portsmouth, NH. Heinemann.
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